The purpose of this book is to open a new approach to the design and implementation of classroom assessment and large scale assessment by examining how the participants (ie: teachers and students) actually understand what they are doing in assessment and make recommendations as to how improvements can be made to training, policy, and assessment innovations in the light of those insights. By marrying large-scale surveys, in-depth qualitative analysis, and sophisticated measurement techniques, new insights into teacher and student experience and use of assessment can be determined. These new insights will permit the design and delivery of more effective assessments. Further, it provides us an opportunity to examine whether conceiving of assessment in a certain way (eg: assessment improves quality or assessment is bad or deep learning cannot be assessed) actually contributes to higher or better educational outcomes.

nexusstc/Conceptions of Assessment: Understanding What Assessment Means to Teachers and Students/9d948dbfa13a6607ffc5d9d628764f76.pdf

lgli/Conceptions of Assessment Understanding What Assessment Means to.pdf

lgrsnf/Conceptions of Assessment Understanding What Assessment Means to.pdf

zlib/Education Studies & Teaching/School Education & Teaching/Gavin T. L. Brown/Conceptions of Assessment: Understanding What Assessment Means to Teachers and Students_2930788.pdf

Chapter 1

L. Brown, Gavin T.;

Brown, Gavin T. L.

Frank Columbus

Nova Science Publishers, Inc., New York, 2008

United States, United States of America

New York, New York State, 2008

New York, NY, cop. 2008

0

lg1688252

producers:
Microsoft® Office Word 2007

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Library of Congress Cataloging-in-Publication Data -1
Contents -1
Preface -1
Introduction to Conceptions -1
Terminology -1
Characteristics of Conceptions -1
Systematic or Atomistic? -1
Common Characteristics -1
Learning and Change -1
Conceptions of Assessment -1
Teachers’ Conceptions of Assessment -1
Improvement -1
School Accountability -1
Student Accountability -1
Irrelevance -1
Empirical Research -1
Students’ Conceptions of Assessment -1
Assessment Improves Achievement and Learning -1
Assessment Makes Students Accountable -1
Assessment is Irrelevant -1
Assessment is Enjoyable -1
Related Conceptions in Education -1
Conceptions of Teaching -1
Conceptions of Learning -1
Conceptions of Curriculum -1
Teachers’ Conceptions of Efficacy -1
Integration of Conceptions -1
Contexts of Research: Education in New Zealand and Queensland -1
New Zealand Context -1
School Administration -1
Curriculum -1
Teaching and Learning -1
Assessment -1
Summary -1
Queensland Context -1
Curriculum -1
Teaching and Learning -1
Assessment -1
New Basics -1
Summary -1
Research Methods for Investigating Conceptions -1
Survey Methods -1
Response Scale -1
Response Format -1
Sampling -1
Data Analysis -1
Missing Data -1
Factor Analysis -1
Exploratory Factor Analysis of Factor Scores from Multiple Inventories -1
Confirmatory Factor Analysis -1
Multivariate Statistics -1
Practical Significance—Effect Size -1
Multi-Dimensional Scaling -1
Cluster Analysis -1
Instrument Development -1
Teachers’ Conceptions of Assessment -1
Development Study 1 (CoA-I) -1
Development Study 2 (CoA-II) -1
Study 3 (CoA-III) -1
Teachers’ Conceptions of Teaching -1
Teachers’ Conceptions of Learning -1
Teachers’ Conceptions of Curriculum -1
Teachers’ Conceptions of Teacher Efficacy -1
Students’ Conceptions of Assessment -1
Academic Performance: Assessment Tools for Teaching and Learning -1
Teachers’ Conceptions of Assessment -1
New Zealand -1
Participants -1
Results -1
Model Characteristics -1
Inter-Factor Correlations -1
Strength of Agreement with Conceptions of Assessment -1
Distribution of Teachers by Agreement Levels -1
The Effect of Teacher and School Characteristics on Strength of Agreement -1
Teacher Effects -1
School Effects -1
Summary -1
Queensland -1
Participants -1
Results -1
Measurement Models -1
Understanding Queensland Teachers’ Conceptions of Assessment -1
Assessment Improves Teaching and Learning. -1
Assessment is Irrelevant. -1
Assessment makes Schools Accountable. -1
Assessment makes Students Accountable. -1
Strength of Conceptions -1
1st-Order Conceptions of Assessment Factors. -1
2nd-Order Conceptions of Assessment Purposes. -1
Discussion -1
Students’ Conceptions of Assessment with Gerrit H. F. Hirschfeld, University of Münster, Germany -1
Students’ Conceptions of Assessment Instruments -1
Study One -1
Study Two -1
Results -1
Study One -1
Participants -1
Mathematics A: Assessment Makes Students and Schools Accountable -1
Mathematics B: Assessment Improves Learning -1
Mathematics C: Assessment Is Negative -1
Mathematics D: Assessment Is Useful -1
Study Two -1
Participants -1
Measurement Model. -1
Structural Model -1
Discussion -1
Integration of Teachers’ Conceptions of Assessment, Teaching, Learning, Curriculum, and Efficacy -1
Confirming Teachers’ Conceptions of Teaching, Learning, Curriculum, and Teacher-Efficacy -1
Teaching Perspectives -1
Conceptions of Learning -1
Conceptions of Curriculum -1
Conceptions of Teacher Efficacy -1
Summary -1
Integrating Various Teachers’ Conceptions -1
Patterns in Conceptions—How Scale Scores Related to Each Other -1
Assess and Teach for Accountability -1
Teach and Assess for Improvement -1
Teach for Social Change -1
Assessment against Learning -1
Patterns in People—How Teachers Related to Each Other -1
Cluster 1. Progressive Towards All Assessment Purposes -1
Cluster 2. Pro-Formative Assessment Only -1
Cluster 3. Traditionalists -1
Cluster 4. Social Liberationists -1
Cluster 5. Conservatives -1
Conclusion -1
Implications and Future Directions -1
Implications -1
Assessment Policy and Practice -1
Teacher Education and Professional Development -1
Future Studies -1
Students’ Conceptions of Assessment -1
Teachers’ Conceptions of Assessment -1
Conclusion -1
Acknowledgements -1
References -1
Index -1
Blank Page 2

The purpose of this book is to open a new approach to the design and implementation of classroom assessment and large scale assessment by examining how the participants (i.e., teachers and students) actually understand what they are doing in assessment and make recommendations as to how improvements can be made to training, policy, and assessment innovations in the light of those insights. By marrying large-scale surveys, in-depth qualitative analyses, and sophisticated measurement techniques, new insights into teacher and student experience and use of assessment can be determined. These new insights will permit the design and delivery of more effective assessments. Further, it provides us an opportunity to examine whether conceiving of assessment in a certain way (e.g., assessment improves quality or assessment is bad or deep learning cannot be assessed) actually contributes to higher or better educational outcomes.

Gavin T.l. Brown. Includes Bibliographical References (pages [165]-186) And Index. Mode Of Access: World Wide Web.

2017-06-06